Background: The relationship among physical activity (PA),
fitness, cognitive function, and academic achievement in
children is receiving considerable attention. The utility of PA
to improve cognition and academic achievement is promising
but uncertain; thus, this position stand will provide clarity
from the available science.

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Objective: The purpose of this study was to answer the
following questions: 1) among children age 5-13 yr, do PA and
physical fitness influence cognition, learning, brain structure,
and brain function? 2) Among children age 5-13 yr, do PA,
physical education (PE), and sports programs influence
standardized achievement test performance and
concentration/attention?

Study Appraisal and Synthesis Methods: Articles were grouped
by study design as cross-sectional, longitudinal, acute, or
intervention trials. Considerable heterogeneity existed for several
important study parameters; therefore, results were synthesized and
presented by study design.

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Results: A majority of the research supports the view that physical
fitness, single bouts of PA, and PA interventions benefit children’s
cognitive functioning. Limited evidence was available concerning the
effects of PA on learning, with only one cross-sectional study meeting
the inclusion criteria. Evidence indicates that PA has a relationship to
areas of the brain that support complex cognitive processes during
laboratory tasks. Although favorable results have been obtained from
cross-sectional and longitudinal studies related to academic achievement,
the results obtained from controlled experiments evaluating the benefits
of PA on academic performance are mixed, and additional, well-designed
studies are needed.

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Conclusions: The present systematic review found evidence to suggest
that there are positive associations among PA, fitness, cognition, and
academic achievement. However, the findings are inconsistent, and the
effects of numerous elements of PA on cognition remain to be explored,
such as type, amount, frequency, and timing. Many questions remain
regarding how to best incorporate PA within schools, such as activity
breaks versus active lessons in relation to improved academic achievement.
Regardless, the literature suggests no indication that increases in PA
negatively affect cognition or academic achievement and PA is important
for growth and development and general health. On the basis of the
evidence available, the authors concluded that PA has a positive influence
on cognition as well as brain structure and function; however, more
research is necessary to determine mechanisms and long-term effect as well
as strategies to translate laboratory findings to the school environment.
Therefore, the evidence category rating is B. The literature suggests that PA and PE have a neutral effect on academic achievement. Thus, because of the limitations in the literature and the current information available, the evidence category rating for academic achievement is C.